Volume 8, Issue 6 (2-2013)
HSR 2013, 8(6): 1050-1057 |
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Abbasian F, Najimi A, Ghasemi G, Afshar H, Meftagh S D. اثر بخشی راهبردهای شناختی- رفتاری آموزش مدیریت استرس در زنان مبتلا به اختلال افسردگی. HSR 2013; 8 (6) :1050-1057
URL: http://hsr.mui.ac.ir/article-1-460-en.html
URL: http://hsr.mui.ac.ir/article-1-460-en.html
1- PhD Candidate, Institute of Philosophy and Political-Law Researches, Azerbaijan National Academy of Sciences, Baku, Azerbaijan
2- Department of Health education and Health promotion, School of Health, Isfahan University of Medical Sciences, Isfahan, Iran
3- Associate Professor, Department of Psychiatry, School of Medicine, Isfahan University of Medical Sciences, Isfahan, Iran
4- Lecturer, Department of Psychology, Payame Noor University, Tehran, Iran
2- Department of Health education and Health promotion, School of Health, Isfahan University of Medical Sciences, Isfahan, Iran
3- Associate Professor, Department of Psychiatry, School of Medicine, Isfahan University of Medical Sciences, Isfahan, Iran
4- Lecturer, Department of Psychology, Payame Noor University, Tehran, Iran
Abstract: (656 Views)
Background: Clinical researches indicate the increase of stress in the society and the number of patients with psychological disorders, especially depression. This study was performed to assess the effectiveness of an educational intervention based on cognitive-behavioral methods on stress and depression among women with depressive disorder. Methods: Forty patients with depressive disorder who visited psychiatry and consultation clinics of Isfahan were randomly divided into intervention and control group (n = 20 in each group). The subjects were recruited by multistage sampling method. Stress management training was conducted for the intervention group in 8 sessions (90 minutes) through cognitive-behavioral techniques. Data collection tools included stress questionnaire and Hamilton Depression Inventory which was completed before and one month after the intervention in both groups. Data were analyzed using covariance analysis. Findings: In the intervention group, there was a significant difference between pre-test and post-test scores on stress levels and depression (P < 0.001). In the intervention group, adjusted mean difference of the stress score (F = 12.45, P < 0.001) and depression score (F = 5.36, P = 0.02) were statistically significant. Conclusion: Findings of this study showed that patients learned how to cope with stressful situations and act efficiently through these programs. This, in turn, will prevent depression recurrence or deterioration of the patients' condition.
Type of Study: Research |
Subject:
education health and promotion
Received: 2020/07/16 | Accepted: 2013/02/15 | Published: 2013/02/15
Received: 2020/07/16 | Accepted: 2013/02/15 | Published: 2013/02/15
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